Keywords
listening
metacognition
How to Cite
Number of views: 1719
Number of downloads: 1158
Abstract
The role of self-regulation in general learning has been investigated for some time now. Its significance and contribution to second language (L2) listening, however, has yet to be discussed extensively with empirical support. This article reports a case study involving four college EFL students in China over a six-month period of self-regulated learning (SRL) in developing their listening in independent settings. The study examined how the achievement and metacognitive awareness of four high-achieving and low-achieving listeners may have been affected by strategies they used for self-regulating extensive listening activities. It also examined the learners’ engagement during four phases of self-regulated listening, namely, task definition, goal setting and planning, strategy enactment, and metacognitive adaptation. Findings revealed substantial differences in the two groups’ metacognitive engagement in three SRL phases. The article argues that the achievements of the respective learners in listening development were affected by these differences. Pedagogical implications of a self-regulated learning approach in extensive listening for L2 listening development are discussed.References
Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., . . . Wittrock, M. C. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of bloom’s taxonomy of educational objectives. New York: Longman.
Berne, J. E. (2004). Listening comprehension strategies: A review of the literature. Foreign Language Annals, 37(4), 521-533.
Chamot, A. (1995). Learning strategies and listening comprehension. In D. Mendelsohn & J. Rubin (Eds.), A guide for the teaching of second language listening (pp. 13-30). San Diego: Dominie.
Cohen, A. (1998). Strategies in learning and using a second language. London: Longman.
Cross, J. (2011). Metacognitive instruction for helping less-skilled listeners. ELT Journal, 65(4), 408-416.
Dinsmore, D. L., Alexander, P. A., & Loughlin, S. M. (2008). Focusing the conceptual lens on metacognition, self-regulation, and self-regulated learning. Educational Psychology Review, 20(4), 391-409. htpps://doi:10.1007/s10648-008-9083-6
Dörnyei, Z., & Skehan, P. (2003). Individual differences in second language learning. In C. Doughty & M. Long (Eds.), The handbook of second language acquisition (pp. 589-630). Oxford: Blackwell.
Efklides, A. (2009). The new look in metacognition: From individual to social, from cognitive to affective. In B. L. Clayton (Ed.), Metacognition: New research developments (pp. 137-151). New York: Nova Science.
Feyten, C. M. (1991). The power of listening ability: An overlooked dimension in language acquisition. Modern Language Journal, 75(2), 173-180.
Field, J. (2000). “Not waving but drowing”: A reply to Tony Ridgway. ELT Journal, 54(2), 186-195. https://doi:10.1093/elt/54.2.186
Field, J. (2008). Listening in the language classroom. Cambridge: Cambridge University Press.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34(10), 906-911.
Flowerdew, J., & Miller, L. (2005). Second language listening: Theory and practice. Cambridge: Cambridge University Press.
Goh, C. (1998). How ESL learners with different listening abilities use comprehension strategies and tactics. Language Teaching Research, 2(2), 124-147.
Goh, C. (2000). A cognitive perspective on language learners’ listening comprehension problems. System, 28(1), 55-75.
Goh, C. (2002). Exploring listening comprehension tactics and their interaction patterns. System, 30(2), 185-206.
Goh, C. (2008). Metacognitive instruction for second language listening development: Theory, practice and research implications. RELC Journal, 39(2), 188-213.
Goh, C., & Taib, Y. (2006). Metacognitive instruction in listening for young learners. ELT Journal, 60(3), 222-232.
Goh, C., & Zeng, Y. (2014). How learners’ engagement in a self-regulated learning program affected their listening development differently. In D. G. Sampson, J. M. Spector, N.-S. Chen, & R. Huang Kinshuk (Eds.), Proceedings of IEEE 14th International Conference on Advanced Learning Technologies (pp. 469-473). Los Alamitos, CA: CPS & IEE Computer Society.
Graham, S. (2006). A study of students’ metacognitive beliefs about foreign language study and their impact on learning. Foreign Language Annals, 39(2), 296-309.
Graham, S., & Macaro, E. (2008). Strategy instruction in listening for lower-intermediate learners of French. Language Learning, 58(4), 747-783.
Greene, J., & Azevedo, R. (2007). A theoretical review of Winne and Hadwin’s model of self-regulated learning: New perspectives and directions. Review of Educational Research, 77(3), 334-372.
Gu, Y., Hu, G., & Zhang, L. J. (2009). Listening strategies of Singaporean primary pupils. In R. Silver, C. Goh, & L. Alsagoff (Eds.), Language learning in new English contexts (pp. 55-74). London: Continuum.
Hornstra, L., van der Veen, I., Peetsma, T., & Volman, M. (2013). Developments in motivation and achievement during primary school: A longitudinal study on group-specific differences. Learning and Individual Differences, 23(0), 195-204. htpps://doi:http://dx.doi.org/10.1016/j.lindif.2012.09.004
Hu, G. (2016). Research on second language learner strategies: Past, present, and future. In Y. Leung (Ed.), Epoch making in English teaching and learning (pp. 306-335). Taipei: Crane.
Huang, J. (2006). Learner resistance in metacognition training: An exploration of mismatches between learner and teacher agendas. Language Teaching Research, 10(1), 95-117.
Jiang, Z. K. (1994). Relationship of listening strategies and listening comprehension. Foreign Language Teaching and Research, 29(1), 1-5.
Jin, Y. (2005). The National College English Test of China. Paper presented at the International Association of Applied Linguistics (AILA) 2005 Conference, Madison, WI.
Kintsch, W. (1998). Comprehension: A paradigm for cognition. Cambridge: Cambridge University Press.
Krathwohl, D. (2002). A revision of Bloom’s taxonomy: An overview. Theory into Practice, 41(4), 212-218.
Liu, X. (2005). Teaching academic listening. In K. P. Foong & M. Vallance (Eds.), Teaching English to Chinese ESL students: Classroom practices (pp. 30-47). Singapore: Pearson Longman.
Liu, X., & Goh, C. (2006). Improving second language listening: Awareness and involvement. In T. S. C. Farrell (Ed.), Language teacher research in Asia (pp. 91-106). Alexandria, VA: TESOL.
Macaro, E., Graham, S., & Vanderplank, R. N. (2007). A review of listening strategies: Focus on sources of knowledge and on success. In A. Cohen & E. Macaro (Eds.), Language learner strategies (pp. 165-185). Oxford: Oxford University Press.
Mareschal, C. (2007). Student perceptions of a self-regulatory approach to second language listening comprehension development. Doctoral dissertation, University of Ottawa, Canada.
Mendelsohn, D. (2006). Learning how to listen using learning strategies. In A. Martínez-Flor & E. Usó-Juan (Eds.), Current trends in the development and teaching of the four language skills (pp. 74-90). Berlin: De Gruyter.
Mendelsohn, D., & Rubin, J. (1995). A guide for the teaching of second language listening. San Diego, CA: Dominie.
Nation, I. S. P., & Newton, J. (2008). Teaching ESL/EFL listening and speaking. New York: Routledge.
Nunan, D. (1997). Designing and adapting materials to encourage learner autonomy. In P. Benson & P. Voller (Eds.), Autonomy and independence in language learning (pp. 192-203). London: Longman.
O’Malley, J. M., Chamot, A. U., & Kupper, L. (1989). Listening comprehension strategies in second language acquisition. Applied Linguistics, 10(4), 418-437.
Oxford, R. L. (1999). Relationships between second language learning strategies and language proficiency in the context of learner autonomy and self-regulation. Revista Canaria de Estudios Ingleses, 38, 108-126.
Oxford, R. L. (2011). Teaching and researching language learning strategies. Harlow, UK: Pearson Education.
Oxford, R. L. (2017). Teaching and researching language learning strategies: Self-regulation in context (2nd ed.). New York, NY: Routledge.
Oxford, R. L., & Cohen, A. D. (1992). Language learning strategies: Crucial Issues of concept and classification. Applied Language Learning, 3(1), 1-35.
Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 451-502). San Diego, CA: Academic Press.
Pintrich, P. R. (2001). The knowledge dimension. In L. W. Anderson, D. R. Krathwohl, P. W. Airasian, K. A. Cruikshank, R. E. Mayer, P. R. Pintrich, J. Raths, & M. C. Wittrock (Eds.), A taxonomy for learning, teaching, and Assessing: A revision of Bloom’s taxonomy of educational objectives (pp. 38-62). New York: Longman.
Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16(4), 385-407.
Ridgway, T. (2000). Listening strategies: I beg your pardon? ELT Journal, 54(2), 179-185.
Rost, M. (2002). Teaching and researching listening. New York: Longman.
Rost, M. (2005). L2 listening. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 503-528). Mahwah, NJ: Lawrence Erlbaum.
Rubin, J. (1994). A review of second language listening comprehension research. Modern Language Journal, 78(2), 199-221.
Schunk, D. H. (2008). Metacognition, self-regulation, and self-regulated learning: Research recommendations. Educational Psychology Review, 20(4), 463-467. htpps://doi:10.1007/s10648-008-9086-3
Tseng, W., Dörnyei, Z., & Schmitt, N. (2006). A new approach to assessing strategic learning: The case of self-regulation in vocabulary acquisition. Applied Linguistics, 27(1), 78-102.
Vandergrift, L. (1997). The Cinderella of communication strategies: Reception strategies in interactive listening. Modern Language Journal, 81(4), 494-505.
Vandergrift, L. (2003a). From prediction through reflection: Guiding students through the process of L2 listening. Canadian Modern Language Review, 59(3), 425-440.
Vandergrift, L. (2003b). Orchestrating strategy use: Toward a model of the skilled second language listener. Language Learning, 53(3), 463-496.
Vandergrift, L. (2004). Listening to learn or learning to listen? Annual Review of Applied Linguistics, 24, 3-25.
Vandergrift, L. (2007). Recent developments in second and foreign language listening comprehension research. Language Teaching, 40(3), 191-210.
Vandergrift, L. (2008). Learning strategies for listening comprehension. In S. Hurd & T. Lewis (Eds.), Language learning strategies in independent settings (pp. 84-102). Bristol: Multilingual Matters.
Vandergrift, L., & Goh, C. (2012). Teaching and learning second language listening: Metacognition in action. New York: Routledge.
Vandergrift, L., Goh, C., Mareschal, C., & Tafaghodtari, M. (2006). The metacognitive awareness listening questionnaire: Development and validation. Language Learning, 56(3), 431-462.
Vandergrift, L., & Tafaghodtari, M. H. (2010). Teaching L2 learners how to listen does make a difference: An empirical study. Language Learning, 60(2), 470-497.
Wang, Y. (2002). A study of the listening strategies employed by non-English majors in China. Foreign Language World, 92(6), 5-12.
Wenden, A. (2002). Learner development in language learning. Applied Linguistics, 23(1), 32-55.
Winne, P. H., & Hadwin, A. F. (1998). Studying as self-regulated learning. In D. J. Hacker & J. Dunlosky (Eds.), Metacognition in educational theory and practice (pp. 277-304). Mahwah, NJ: Erlbaum.
Winne, P. H., & Hadwin, A. F. (2008). The weave of motivation and self-regulated learning. In D. H. Schunk & B. J. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research, and applications (pp. 297-314). New York: Lawrence Erlbaum.
Wolvin, A. D. (2010). Listening and human communication in the 21st century. Malden, MA: Wiley-Blackwell.
Wolvin, A. D., & Coakley, C. G. (2000). Listening education in the 21st century. International Journal of Listening, 14(1), 143-152.
Wu, Y., Liu, R., & Jeffrey, P. (1993). Learner factors and language learning achievement: A survey. Foreign Language Teaching and Research, 25(1), 36-44.
Zeng, Y. (2007). Metacognitive instruction in listening: A study of Chinese non-English major undergraduates. MA thesis, National Institute of Education, Nanyang Technological University, Singapore.
Zhang, L. J. (2010). A dynamic metacognitive systems account of Chinese university students’ knowledge about EFL reading. TESOL Quarterly, 44(2), 320-353.
Zheng, H., & Li, Z. (2002). Listening comprehension and short-term retention. Foreign Language World, 89(3), 32-35.
License
1.1 The Author hereby warrants that he/she is the owner of all the copyright and other intellectual property rights in the Work and that, within the scope of the present Agreement, the paper does not infringe the legal rights of another person. The owner of the copyright work also warrants that he/she is the sole and original creator thereof and that is not bound by any legal constraints in regard to the use or sale of the work.
1.2. The Publisher warrants that is the owner of the PRESSto platform for open access journals, hereinafter referred to as the PRESSto Platform.
2. The Author grants the Publisher non-exclusive and free of charge license to unlimited use worldwide over an unspecified period of time in the following areas of exploitation:
2.1. production of multiple copies of the Work produced according to the specific application of a given technology, including printing, reproduction of graphics through mechanical or electrical means (reprography) and digital technology;
2.2. marketing authorisation, loan or lease of the original or copies thereof;
2.3. public performance, public performance in the broadcast, video screening, media enhancements as well as broadcasting and rebroadcasting, made available to the public in such a way that members of the public may access the Work from a place and at a time individually chosen by them;
2.4. inclusion of the Work into a collective work (i.e. with a number of contributions);
2.5. inclusion of the Work in the electronic version to be offered on an electronic platform, or any other conceivable introduction of the Work in its electronic version to the Internet;
2.6. dissemination of electronic versions of the Work in its electronic version online, in a collective work or independently;
2.7. making the Work in the electronic version available to the public in such a way that members of the public may access the Work from a place and at a time individually chosen by them, in particular by making it accessible via the Internet, Intranet, Extranet;
2.8. making the Work available according to appropriate license pattern Attribution 4.0 International (CC BY 4.0) as well as another language version of this license or any later version published by Creative Commons.
3. The Author grants the Publisher permission to reproduce a single copy (print or download) and royalty-free use and disposal of rights to compilations of the Work and these compilations.
4. The Author grants the Publisher permission to send metadata files related to the Work, including to commercial and non-commercial journal-indexing databases.
5. The Author represents that, on the basis of the license granted in the present Agreement, the Publisher is entitled and obliged to:
5.1. allow third parties to obtain further licenses (sublicenses) to the Work and to other materials, including derivatives thereof or compilations made, based on or including the Work, whereas the provisions of such sub-licenses will be the same as with the Attribution 4.0 International (CC BY 4.0) Creative Commons sub-license or another language version of this license, or any later version of this license published by Creative Commons;
5.2. make the Work available to the public in such a way that members of the public may access the Work from a place and at a time individually chosen by them, without any technological constraints;
5.3. appropriately inform members of the public to whom the Work is to be made available about sublicenses in such a way as to ensure that all parties are properly informed (appropriate informing messages).
6. Because of the royalty-free provision of services of the Author (resulting from the scope of obligations stipulated in the present Agreement), the Author shall not be entitled to any author’s fee due and payable on the part of the Publisher (no fee or royalty is payable by the Publisher to the Author).
7.1. In the case of third party claims or actions for indemnity against the Publisher owing to any infractions related to any form of infringement of intellectual property rights protection, including copyright infringements, the Author is obliged to take all possible measures necessary to protect against these claims and, when as a result of legal action, the Publisher, or any third party licensed by the Publisher to use the Work, will have to abandon using the Work in its entirety or in part or, following a court ruling in a legal challenge, to pay damages to a third party, whatever the legal basis
7.2. The Author will immediately inform the Publisher about any damage claims related to intellectual property infringements, including the author’s proprietary rights pertaining to a copyrighted work, filed against the Author. of liability, the Author is obliged to redress the damage resulting from claims made by third party, including costs and expenditures incurred in the process.
7.3. To all matters not settled herein provisions of the Polish Civil Code and the Polish Copyright and Related Rights Act shall apply.